102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

By Hannah Mahoney (17426552)

Contents

Original Lesson Plan 2

Lesson Plan Analysis- QTM Coding 4

Modified Lesson Plan 7

Academic Justification 10

References 13

Learning Portfolio Web Link 14

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 Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

1 hour Class set of both worksheets

Outcomes Assessment Students learn about Students learn to

Students present Students learn about
speeches in class speeches as powerful spoken
Syllabus outcomes texts by considering
two speeches from different
ACELY1750: Identify and explore the contexts.
purposes and effects of
different text structures and
language features of spoken
texts, and use this
knowledge to create
purposeful texts that inform,
persuade and engage

Time Teaching and learning actions

Intro Remind students of the range of text types they have studied and indicate that this lesson
will be focused on speeches as powerful examples of spoken texts.

Body Provide students with a short amount of time to research Martin Luther King Jr. and Richard
Gill, ensuring that everyone in the class has some knowledge of both people. Ask volunteer
students to share their findings so that the whole class has a similar level of background
knowledge.

Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to ask questions
before viewing Martin Luther King Jr’s speech (8 mins)
Note: make sure your students know that this is only half of the speech.

Students then write down their initial thoughts in answer to the questions regarding King’s
speech.

Facilitate small group discussions where students can share their answers.

Show students Richard Gill’s The value of music education (13 mins).

Once again, students have time to write down their initial thoughts in answer to the questions regarding
Gill’s speech, before discussing these answers in small groups.

As a class, construct a Venn diagram which identifies the similarities and differences in the speeches of King
and Gill with a focus on the language features used. As more content is added to the Venn diagram,
continually highlight the vastly different contexts of the speeches.

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 Facilitate a class discussion where students can contribute their ideas about what it is they liked about
either or both of the speeches. This is another way of ensuring that students are considering the
effectiveness of the speeches.

Further discussion can briefly explore the concept of how written language when presented to an audience
orally, can affect the power of the written word.
Conclusion Students then commence writing their own short speech
using the ‘Plan Your Own Speech’ worksheet. Emphasise the importance of students demonstrating that
they have a clear understanding of audience and purpose

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students present their speeches in class. An activity could
then be based around looking at what made the speeches
different with regard to language use, purpose and
intended audience.

WORKSHEETS

Http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%201.docx

http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.docx

102086 Designing Teaching & Learning

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Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is deep throughout the lesson as it meets the outcome of engaging with the
text types in a variety of ways including question and answer, group and class work and independent
opinion and reflection.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The Lesson shows levels of both shallow and deep understanding. Shallow
understanding is seen in the class discussion on what students liked about the speeches, while the
Venn diagram looks at a more complex approach to similarities and differences.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Students are presented with speeches from multiple famous individuals, with the ability
to see how language and the power of language is socially constructed. Although the focus is on the
likes and positives of affective communication, without much conflicted interpretations.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Higher order thinking is evidence in the Venn diagram that the class construct together.
This represents one activity related to higher order thinking within the lesson and demonstrates the
student’s ability to evaluate and compare the speeches.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Considering the focus of the lesson is on the power of language and oral presentation,
it is clear to highlight the high use of metalanguage throughout the lesson, with a focus on audience
and purpose.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Substantive communication occurs throughout the lesson as students participate in
multiple interactions including group and class work, with the ability to communicate their opinion.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Only general statements are made about the quality of work expected. This expectation
is limited to creating the student’s own speech that has a focus on purpose and audience. Therefore,
in this area we know that the quality expectation is beyond simple description and related more to
analysis, although this is not explicit.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: It can be assumed that most students are on task for the majority of the lesson as they
are given a variety of activities to achieve. For those off-track group and class work is a good
strategy to re-focus students with Teacher direction.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: For most of the lesson students participate in challenging work, critically analysing the
speeches, this is particularly apparent in the Venn diagram that the class develop together. Students
are encouraged to be brave and demonstrate their opinion. Although there is also less challenging
work at the beginning of the lesson which require students to simply recall what they like about the
speeches.

2.4 Social support

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1–2–3–4–5 Comments: Social support can be assumed to be high throughout the lesson. Students are
encouraged to have their own opinion about the speeches and are encouraged to highlight
similarities and differences between the them. Working together in small groups allows peer social
support, while working as a class allows teacher social support also.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: It can be assumed that self-regulation of students throughout the lesson is high as they
are given a variety of activities to complete to keep them engaged, while teacher instruction is also
high, to minimise disruption. Although some disruption may have been apparent during
independent research and group work, which may require some correction.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students are given the opportunity to self-direct some independent research at the
beginning of the lesson and are given the opportunity to self-direct group work. Although the
majority of the lesson is directed by teacher instruction and student choice is minimal or trivial.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Student’s background knowledge on text types is mentioned at the beginning of the
lesson. Although this is not trivial and is connected to the substance of the lesson, background
knowledge just misses out on achieving a 3 in coding, due to not being connected to student’s
background outside of school.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Some cultural knowledge is seen throughout the duration of the lesson. This could
include the cultural background of both the Martin Luther King Jr. and Richard Gill. Although this
has no significance for the purpose of the lesson and could be seen as superficial.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Perhaps a cross-over of subject areas may have occurred while students are doing
independent research, and this may cross-over to the subject area of History. Although the
connection between subjects is never highlighted within the lesson plan.

3.4 Inclusivity
1–2–3–4–5 Comments: All students throughout the lesson are encouraged to be included. This is especially
prevalent when students are given the opportunity to voice what they like about the speeches. This
continues when all students are included in group work and class discussion.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students learn the value of powerful speech making, which can connect to students to
the outside world and the value of a speech as a purposeful text both inside and outside school.
Connecting this to famous speeches in history, on global topics, demonstrates a speeches validity
and can facilitate further questioning for students.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is used on occasion throughout the lesson, only seen in the history and
purpose of the famous speeches addressed. No real effort is used to connect all aspects of the lesson
into an overt narrative.

Identifying Areas for Improvement

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Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Student direction 2) Cultural background
3) Knowledge integration 4) Narrative

Modified Lesson Plan

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 Lesson Plan - English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: 5 / 6

Time: Total Number of students Printing/preparation

1 hour Class set of both worksheets
Kahoot multiple-choice game

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
ACELY1750: Identify and explore the
purposes and effects of
different text structures and
language features of spoken
texts, and use this
knowledge to create
purposeful texts that inform,
persuade and engage
EN5-7D: Understands and evaluates
the diverse ways texts can
represent personal and
public worlds
EN5-3B: Selects and uses language
forms, features and
structures of texts
appropriate to a range of
purposes, audiences and
contexts, describing and
explaining their effects on
meaning.
ACELY1750: Students Students learn about Work collaboratively in a group
present speeches in speeches as powerful spoken environment and use analytical
class texts by considering a range skills to decipher appropriate
of famous speeches information to include in class
EN5-7D: Informal throughout history presentation related to
formative assessment purpose, effect and power of
through teacher oral speech making.
observation on group
work and student’s
ability to understand
life events and their
effect on the famous
speeches under
investigation
EN5-3B- Informal
formative assessment
using Kahoot
application to
demonstrate
knowledge of a range
of text types looking at
their purpose,
audiences and context.

Time Teaching and learning actions

Intro Start the lesson with a Kahoot, multiple-choice questionnaire based on text types previously taught but also
some questions on speeches and their purpose, to get an understanding of student’s prior knowledge of
text types, especially speeches. This will allow you to engage in more higher-order thinking with the
5 mins students, if prior knowledge on speeches is high for the majority.

Body Provide students with the ‘I Have a Dream’ worksheet to look over and the opportunity to ask questions
before viewing Martin Luther King Jr’s speech (8 mins)
10 mins Note: make sure your students know that this is only half of the speech.

Facilitate small group discussions on what students thought about the King’s speech.

2 mins

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 Divide students into 4 separate groups within your class. Each group is required to pick a famous speech in
history of the groups choosing and conduct some research into this speech using their devices.
Tell students the conditions of finding their famous speech including;
1. No groups can research the same speech
2 mins 2. Each group should try and choose a famous speech from diverse cultural backgrounds, including
student’s own backgrounds. This can facilitate discussion on student cultural backgrounds and
people they may know to have written and given famous speeches. Some examples may include;
Theodore Roosevelt, Alexander the Great, Gandhi, Betty Friedan etc.
Students are required to create a short timeline on the famous person, including large life events that may
have contributed to the purpose of the speech and its effect after its delivery. Demonstrate how this may
15 mins look using a brief example on the board.
Mention this activities knowledge integration with history and how this is a powerful tool in understanding
the events of someone’s life in leading up to said famous speech, or in history how timelines can show the
purpose of events due to what has happened throughout a timeline. Provide an example of something that
may have been or is being taught in History currently. (Cause and effect)
Once the timeline is completed ask a volunteer student from each group to share their findings so that the
whole class has a similar level of background knowledge on each famous person/speech. While researching
they should consider questions such as;
10 mins 1. who wrote the famous speech?
2. What country/culture/religion does this person identity with?
3. what was the purpose of the speech?
4. What major life events could have contributed to the purpose of the speech?
what was the effect of the speech after its delivery?
Facilitate a class discussion where students can contribute their ideas about what it is they liked about all of
10 mins the speeches presented from each group. This is another way of ensuring that students are considering the
effectiveness of the speeches.

Further discussion can briefly explore the concept of how written language when presented to an audience
orally, can affect the power of the written word.
Conclusion Students then commence writing their own short speech
15 mins using the ‘Plan Your Own Speech’ worksheet. Emphasise the importance of students demonstrating that
they have a clear understanding of audience and purpose. Short speeches if not finished in class are for
homework and will need to be handed in for marking by the beginning of the next lesson

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1750 Students present their speeches in class. An activity could
then be based around looking at what made the speeches
different with regard to language use, purpose and
intended audience.

EN5-7D Students represent personal worlds and their effect on

public worlds through the use of a timeline, documenting
life events of famous individual in the lead up to
presenting a famous speech
EN5-3B Students participate in a Kahoot multiple-choice quiz to
demonstrate knowledge on texts types and their purpose,
audiences and contexts

WORKSHEETS

Http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%201.docx

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 http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20worksheet%202.docx

Academic Justification

Although the original lesson plan was comprehensive, there is clear improvement needed within the

significance and some areas of quality learning environment of the lesson following the structure of

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the Quality Teaching Model (NSW Department of Education and Training, 2003, p. 39). More

specifically, the changes made address areas of student direction, narrative, cultural background

and knowledge integration. These changes allow the significance of the lesson to be increased for a

diverse range of students as the significance connects them to the “reason for what they are

studying, other than the compulsions of schooling” (Gore 2007, p. 23). Therefore, increasing the

significance of the lesson plan allows students to understand why they learn what they learn in the

context of the school environment and its significance to the outside world.

Following the Quality Teaching Model (NSW Department of Education and Training, 2003, p. 39)

the first area altered within the quality learning environment of the original lesson plan, was student

direction. The original lesson plan was primarily led through teacher direction through the

assigning of the speeches being analysed, the use of the Venn diagram to look at similarities and

differences and the teacher facilitated class discussion on likes and dislikes. One area that did

demonstrate some student direction was at the conclusion of the lesson where students are able to

write their own short speech. Although, this only represents a small degree of student direction, as

it is still a largely teacher directed activity. Beymer and Thomson (2015) highlight that increasing

student choice/direction in the classroom is one way to increase student self-motivation, as choice

appeals to students needs for autonomy and competence (p. 105). To increase student direction in

the modified lesson plan, students are given the opportunity to select their own famous speech in

history, working in collaboration with a group. By selecting their own speech as a group, students

now have the capability of displaying autonomy and competence, which can increase student’s

overall engagement and motivation in the lesson and with their own learning.

To increase significance of the lesson further, ideas of cultural background were embedded within

the modified lesson, as the original lesson showed no clear signs of this area being addressed. With

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the expansion of multicultural Australia, we see more of our public schools represent an “urban

setting” (Haberman 1992, p. 125) with “multicultural classrooms” (Turner 2003, p. 9). Gore (2007)

highlights that student learning can benefit from the integration of cultural knowledge from diverse

social groups, when this cultural background is recognised and praised (p. 24). While this assists in

peer relations, this can also increase the significance of student learning when relating to a student’s

own diverse background and can promote ideas of social justice. Therefore, to increase cultural

background within the modified lesson, students were encouraged to consider choosing a famous

speech from a diverse background, potentially even their own cultural background. When

researching and explaining to the class the origin, background and purpose of the famous speech,

the cultural background being represented is recognised and valued within the class. This has the

potential to engage students from diverse backgrounds and improve their educational experience, as

they feel a level of inclusion and understanding.

The two final areas enhanced in the modified lesson plan, which correspond with the significance

of the lesson, include narrative and knowledge integration. Both aspects have been neglected from

the original lesson plan and can play a large role in intensifying the learning experience for

students. Gore (2007) illustrates that narrative is the “power of stories in enhancing learning” (p.

25). Turner (2003) emphasises this point further, as having the courage to critique our own stories

and those of others as a way of building community, crossing borders and transforming schooling

(Florio-Ruane 1996 as cited in Turner 2003, p. 1). Therefore, to increase narrative in the modified

lesson plan, students are asked to create a timeline of the famous person in the lead up to the

delivery of their famous speech. This demonstrates the ability to critique others life’s, in terms of

life events and their effect. This can then potentially lead to self-reflection on student’s own

timeline thus far, while connecting their learning in the classroom to the outside world. Knowledge

integration is used in the modified lesson plan to connect the lesson to other subject content within

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the school environment. Gore (2007) explains knowledge integration as the connection’s teachers

can make between subjects and topics to allow a schooling experience which is connected and not

fragmented (p. 24). While the use of timeline within the modified lesson allows students to engage

in narrative, it also allows students the opportunity to see the subject cross-over between English

and History. Through connecting these two subject areas students are able to understand and

validate the use of timeline, while also experiencing a more wholistic schooling experience.

Through increasing student direction, narrative, cultural knowledge and knowledge integration

within the modified lesson plan, student’s overall “connectedness” (Gordon 2008, p. 322) and

engagement are enhanced. Developing a stronger sense of significance within the lesson allows for

what Palmer in Gordon (2008) describes as developing self-knowledge, establishing relationships,

spirituality and meaning, which are all missing from education today (p. 322). Providing students

with the ability to understand why they are learning something and how it is connected to their life

and the outside world has the ability to increase student- motivation for learning (Beymer &

Thomson 2015, p. 106), as self-motivation is one of the greatest lessons you can teach your

students.

References

Beymer, P., & Thomson, M. (2015). The effects of choice in the classroom: Is there too little

or too much choice? Support for Learning, 30(2), 105-120.

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Department of Education and Training. (2003). Quality teaching in NSW public schools: A

classroom practice guide. Department of Education and Training, Professional Support and

Curriculum Directorate. Sydney, NSW. 1-60.

Gordon, M. (2008). Between Constructivism and Connectedness. Journal of Teacher

Education,59(4), 322-331.

Gore, J. (2007). Improving pedagogy: The challenges of moving toward higher levels of quality

teaching. Making a difference: Challenges for teachers, teaching and teacher education.

Netherlands, Sense Publishers. 15-33.

Haberman, M. (1992). The Ideology of Star Teachers of Children in Poverty. Educational

Horizons,70(3), 125-129.

NSW education standards authority. K-10 English syllabus. Retrieved September 15, 2018,

from https://syllabus.nesa.nsw.edu.au/english/english-k10/

Turner Danridge, J. (2003). To Tell a New Story: A Narrative Inquiry of the Theory and

Practice of Culturally Relevant Teaching. Department of counselling, educational

psychology and special Education. Michigan state University. 1-314.

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